Navigating the Engagement, Representation, and Expression in an Inclusive Learning Environment through the Eyes of Public School Teachers

This study looked into how teachers support diverse learners using strategies grounded in the Universal Design for Learning (UDL) framework, focusing on three key areas: engagement, representation, and expression. Using a descriptive qualitative approach, interviews were conducted with fifteen purposively selected teachers from Davao Oriental. Through thematic analysis and triangulation, three main themes emerged, each with sub-themes that reflect how teachers are adapting their practices to meet students’ varied needs. While the study found that teachers are deeply committed to inclusive education, many face barriers such as limited training opportunities, lack of assistive technology, and inflexible assessment tools. These findings point to the need for stronger support systems, more resources, and training that is grounded in the realities of local classrooms. The themes identified in this study also offer a foundation for future research, particularly in developing tools for quantitative studies. Researchers may use these insights as variables and indicators in Exploratory Factor Analysis (EFA) to better understand what drives effective inclusion. Overall, the study offers a grounded view of how UDL can be both a practical guide for teachers and a broader framework for building more inclusive schools.